Naslov
Project-Based Learning in German Language Teaching – Teachers’ Opinions and Perceptions

Autori
Ilić, Štefani ; Šenjug Krleža, Ana ; Knežević, Željka

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
International Scientific and Art Conference Contemporary Themes in Education - CTE. Book of abstracts / Kolar Billege, Martina (Editor-in-chief) - Zagreb, 2019, 149-150

ISBN
978-953-8115-65-3

Skup
Međunarodna znanstvena i umjetnička konferencija Suvremene teme u odgoju i obrazovanju – STOO 2019

Mjesto i datum
Zagreb, Hrvatska, 15.11.2019. - 17.11.2019

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
foreign language teaching ; German as a foreign language ; project-based learning ; teaching strategies ; teachers’ opinions and perceptions

Sažetak
Project-based learning (PBL) is a teaching method that has been present in the Croatian educational system for many years. The importance of PBL is also recognized within the current curricular reform and it is a recommended teaching strategy in the curricula of interdisciplinary topics and most teaching subjects. Through PBL, students do not only acquire knowledge but develop a whole range of complex skills and abilities that prepare them for different life situations. In foreign language teaching and learning, PBL can have particularly positive impacts on the acquisitions of language - students are active, they have the opportunity to use the foreign language in authentic situations, and are motivated to be creative in communication (Quetz & Handt, 2002 ; Rösler, 2007). However, studies in this area point to deficits when it comes to integrating PBL in teaching practice. Namely, teachers are often unsure of the components that are a precondition for PBL, and a large number of activities that teachers consider to be PBL, are not projects (Traub, 2012). Furthermore, despite affirmative attitudes to PBL and proven positive effects (Bas, 2011), teachers rarely integrate this teaching strategy into their practice (Habok & Nagy, 2016). To examine German language teachers’ knowledge of PBL, and to explore their opinions and perceptions of the integration of PBL in their teaching, a questionnaire was given to a population of 101 German language teachers in Croatia. The results showed that the respondents were often not sure how to define PBL. As the greatest advantage of PBL, they often stated that it was simply a step away from the usual teaching practice. It also turned out that younger respondents were less likely to integrate projects into their teaching practice than the older ones, although older respondents were more inclined to think negatively about PBL. Such findings point to the need for further teacher education in this area.

Izvorni jezik
Engleski

Znanstvena područja
Pedagogija, Filologija, Interdisciplinarne humanističke znanosti

POVEZANOST RADA